INNOVATIVE EDUCATION PROGRAMS WITH THE TECHNOLOGICAL PEDAGOGICAL AND SCIENCE KNOWLEDGE-CONTEXTUAL APPROACH AND ITS’ EFFECTS TO SELF-EFFICACY

Abstract

The effort to prepare prospective professional teachers is one of the keys to the success of improving the quality of education. The research aims to: (1) produce a suitable lecture program with the Technological Pedagogical and Science Knowledge-Contextual (TPASK-C) approach; and (2) investigating the effectiveness of the TPASK-C innovative lecture program on the self-efficacy of science teacher candidates.

This study was designed with research and development with the Gall, Gall & Borg model, with 10 steps taken. The subjects of this study were students majoring in Science Education from UNY and UST. The research instruments included a program validation questionnaire sheet, a self-efficacy questionnaire for science teacher candidates. Data analysis from program validation was carried out descriptively qualitatively and quantitatively, and self-efficacy data were analyzed descriptively and inferentially.

The results showed that the TPASK-C lecture program was declared very feasible by experts and practitioners. Program improvements were made in the inclusion of program technical instructions and instruments for achieving program targets. Also, the TPASK-C lecture program affects self-efficacy, which is shown based on the results of the t-test with a significance value (2-tailed) <0.05.